1. PowerPoint Presentation compiled and developed by Dr
PowerPoint Presentation compiled and developed by Dr. Dick Hardel FaithWellMT What Do Children and Youth Really Need?

2. What is Happening to American Communities
“For the first time in the history of this country, young people are less healthy and less prepared to take their places in society than were their parents. And this is happening at a time when our society is more complex, more challenging, and more competitive than ever before.”
(American Medical Association 1997)

3. Signs of Deterioration of Community
Overwhelming prevalence of high-risk behaviors
Sharp increase in at-risk behaviors over previous decades
USA leads as a nation in high-risk behaviors, lower academic achievement, in homicides, and poverty among youth

4. Signs of Deterioration of Community
Minimum participation of youth in serving others and their community
A decline in family support
The rupture in community support for young people
Over-emphasis on individual gain at the expense of community

5. Five Resources All American Youth Need
Ongoing relationships with caring adults
Safe places and structured activities
A healthy start for a healthy future
Marketable skills through effective education
Opportunities to serve
From America’s Promise—The Alliance for Youth 1997
Is this a book????

6. Conceptual Model Youth & Family Ministry
Replace with slide from CIOH

9. A Positive Approach to the Issues of Children and Youth
Developmental Assets or Positive
Building Blocks for Healthy Children,
Youth, and Families

10. Principals of Asset Building
1. All young people need assets
2. Everyone can build assets
3. Asset building is an on-going process
4. Relationships are key
5. Consistent messages
6. Redundancy

11. The Asset-Building Difference
From To...
Problem focus Positive focus
Youth as problems Youth as resources
Reactive Proactive
Blaming Claiming responsibility
Professionals Everyone
Crisis management Vision building
Competition Cooperation
Despair Hope

12. Asset-Building EXTERNAL •Support INTERNAL •Empowerment
•Boundaries and Expectations
•Constructive use of Time
INTERNAL
•Commitment to Learning
•Positive Values
•Social Competencies
•Positive Identity

13. 40 Developmental Assets
External Assets

14. Support 1. Family support--Family life provides high levels of love
and support.
2. Positive family communication--Young person and
her or his parent(s) communicate.
3. Other adult relationships--Young person receives
support form three or more non-parent adults.
4. Caring Neighborhoods--Young person experiences
caring neighborhoods.
5. Caring school climate--School provides a caring,
encouraging environment.
6. Parent involvement in schooling--Parent(s) are
actively involved in helping young person succeed in school.

15. Empowerment 7. Community values youth--Young person perceives
that adults in the community value youth.
8. Youth as resources--Young people are given useful
roles in the community.
9. Service to others--Young person serves in the
community one hour or more per week.
10. Safety--Young Person feels safe at home, at school,
and in the neighborhood.

16. Boundaries & Expectations
11. Family boundaries--Family has clear rules and
consequences.
12. School boundaries--School provides clear rules and
13. Neighborhood boundaries--Neighbors take
responsibility for monitoring young people’s behavior.
14. Adult role models--Parent(s) and other adults model
positive, responsible behavior.
15. Positive peer influence--Young person’s best friends
model responsible behavior.
16. High expectations--Both parent(s) and teachers
encourage the young person to do well.

17. Constructive Use of Time
17. Creative activities—Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.
18. Youth programs—Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community.
19. Religious community—Young person spends one or more hours per week in activities in a religious institution.
20. Time at home—Young person is out with friends “with nothing special to do” two or fewer nights per week.

18. 40 Developmental Assets
Internal Assets

19. Commitment to Learning
21. Achievement motivation—Young person is motivated to do well in school.
22. School engagement—Young person is actively engaged in learning.
23. Homework—Young person reports doing at least one hour of homework every school day.
24. Bonding to school—Young person cares about her or his school.
25. Reading for pleasure—Young person reads for pleasure three or more hours per week.

20. Positive Values
26. Caring—Young person places high value on helping others.
27. Equality and social justice—Young person places high value on promoting equality and reducing hunger and poverty.
28. Integrity—Young person acts on convictions and stands up for her or his beliefs.
29. Honesty—Young person “tells the truth even when it is not easy.”
30. Responsibility—Young person accepts and takes personal responsibility.
31. Restraint—Young person believes it is important not to be sexually active or to use alcohol or other drugs.

21. Social Competencies
32. Planning and decision making—Young person knows how to plan ahead and make choices.
33. Interpersonal competence—Young person has empathy, sensitivity, and friendship alike.
34. Cultural competence—Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.
35. Resistance skills—Young person can resist negative peer pressure and dangerous situations.
36. Peaceful conflict resolution—Young person seeks to resolve conflict nonviolently.

22. Positive Identity
37. Personal power—Young person feels he or she has control over “things that happen to me.”
38. Self-esteem—Young person reports having a high self-esteem.
39. Sense of purpose—Young person reports that “my life has a purpose.”
40. Positive view of personal future—Young person is optimistic about her or his personal future.

23. Levels of Assets Among Minneapolis Youth
47%
32%
15% 6%
0-10
11-20
21-30
31-40

24. Thriving Consequences of Developmental Assets
Indicators
Succeeds in School (mostly A’s on report card.
Helps Others: Helps friends or neighbors one or more hours per week
Values Diversity: Places high importance on getting to know people of other racial, ethnic groups.
4. Maintains Good Health: Pays attention to healthy nutrition and exercise
Percent with Thriving Indicators

25. Thriving Consequences of Developmental Assets
Indicators
Exhibits Leadership: Has been a leader of a group or organization in the last 12 months
Resist Danger: Avoids doing things that are dangerous
Delays Gratification: Saves money for something special rather than spending it all right away.
8. Overcomes Adversity: Does not give up when things get difficult
Percent with Thriving Indicators
Based on studies of 6th-12th grader public school during the school year. Sample includes 99,462 students in
213 cities.

26. Protective Consequences of Developmental Assets
High Risk Behavior Patterns
Alcohol: Has used alcohol 3 or more times in the past month or got drunk once or more in the past 2 weeks
Tobacco: Smokes one or more cigarettes every day or uses chewing tobacco frequently
Illicit Drugs: Used illicit drugs three or more times in the past year
4. Sexual Intercourse: Has had sexual intercourse three or more times in lifetime
Percent with High Risk Patterns

27. Protective Consequences of Developmental Assets
High Risk Behavior Patterns
Depression/Suicide: Is frequently depressed and/or has attempted suicide
Anti-Social Behavior: Has been involved in three or more incidents of shoplifting, trouble with police, or vandalism in the past year
Violence: Has engaged in three or more acts of fighting, hitting, injuring a person, carrying or using a weapon, or threatening physical harm in the past year
8. School Problems: Has skipped school 2 or more days in the past month and has below a C average
Percent with High Risk Patterns

28. Protective Consequences of Developmental Assets
High Risk Behavior Patterns
Driving and Alcohol: Has driven after drinking or ridden with a drinking driver three or more times in the past year
10. Gambling: Has gambled three or more times in the past year
Percent with High Risk Patterns
Based on studies of 6th-12th grade public school students during the school year. Sample includes 99,462
students in 213 cities.
©1997 Search Institute, used with permission

29. Assets Built by a Partnership of Home and Congregation in Teaching and Nurturing Faith
(The numbers correspond to the numbering system of Search
Institute in the development of the 40 assets)
1. Family Support
2. Positive Family Communication
4. Caring Neighborhood
9. Service to Others
11. Family Boundaries

30. Assets Built by a Partnership of Home and Congregation in Teaching and Nurturing Faith
13. Neighborhood Boundaries
14. Adult Role Models
19. Involvement in Religious Community
21. Achievement Motivation
26. Caring
27. Equality and Social Justice

31. Assets Built by a Partnership of Home and Congregation in Teaching and Nurturing Faith
31. Restraint
34. Cultural Confidence
38. Self Esteem
39. Sense of Purpose
40. Positive View of Personal Future
From Passing On the Faith: A Radical Model for Youth and Family Ministry, 2008, used with permission

32. Additional Assets Developed Through Peer Ministry
(The numbers correspond to the numbering system of Search
Institute in the development of the 40 assets)
7. Community Values Youth
8. Youth as Resources
15. Positive Peer Influence
28. Integrity
29. Honesty

33. Additional Assets Developed Through Peer Ministry
30. Responsibility
32. Planning and Decision Making
33. Interpersonal competence
35. Resistance Skills
36. Peaceful Conflict Resolution
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34. Congregations Taking Leadership in
Communities and Working Together with
Other Community Leaders Can make a
Difference in the Health and Well-being
Of the Community.
That it may be well with you and you may live
long on the earth.